Dance—Kindergarten

EALR 1—Dance

The student understands and applies arts knowledge and skills in dance, music, theatre, and visual arts.

Component
1.1 / Understands and applies dance concepts and vocabulary.
GLE: 1.1.1
Recognizes, understands, and applies the elements and vocabulary of dance.
Elements of Dance: Space, Time, Energy/Force
  • Demonstrates movement in different directions. (Direction)
  • Demonstrates the ability to create a pathway through the empty spaces between other dancers. (Pathway)
  • Demonstrates a variety of levels. (Level)
  • Uses the whole body to make a shape. (Shape)
  • Recognizes and identifies personal and general space. (Place)
  • Demonstrates an awareness of others by moving safely in general space. (Relationship)

Examples:
Demonstrates movement that changes directions.
Turns to travel into empty space.
Demonstrates high-, middle-, and low-level shapes.
Demonstrates small, medium, and large shapes.
Observes and names another student’s use of personal or general space.
Demonstrates the ability to move safely around other dancers.
GLE: 1.1.2
Recognizes, understands, and applies the elements and vocabulary of dance.
Elements of Dance: Space, Time, Energy/Force
  • Demonstrates fast and slow movement. (Tempo)
  • Repeats a pattern that he/she hears. (Rhythm/Pattern)

Examples:
Moves quickly and slowly in response to cues.
Echoes a clapped pattern.
GLE: 1.1.3
Recognizes, understands, and applies the elements and vocabulary of dance.
Elements of Dance: Space, Time, Energy/Force
  • Demonstrates movement with energy.

Example:
Demonstrates strong movements in an improvisation.
GLE: 1.1.4
Recognizes, understands, and applies the principles of choreography/composition and the vocabulary of dance.
Principles of Choreography/Composition:Form/Design, Theme, Repetition, Balance, Contrast, Emphasis
  • Uses the elements of dance and the principles of choreography/composition to create and perform structured improvisations.

Example:
Creates and performs a dance sequence/phrase in AB form, in which A = dancing big and B = dancing small; A = high level and B = low level; and A = fast and B = slow.
Component
1.2 / Develops the technique and skills of dance.
GLE: 1.2.1
Recognizes, understands, and applies the technique and skills of dance.
  • Identifies, names, and moves different parts of the body.
  • Demonstrates locomotor movements and non-locomotor movements.
  • Demonstrates the ability to travel and stop in response to a teacher’s cue/signal.

Examples:
Identifies, names, and moves head, arms, legs, back, and feet.
Demonstrates roll, slither, crawl (creep), walk, run, jump, gallop, and march; demonstrates stretch, bend, and twist.
Starts and stops movement in response to a drumbeat or musical cue.
Component
1.3 / Understands and applies dance styles of various artists, cultures, and times.
GLE: 1.3.1
Recognizes styles of dance from various cultures.
  • Explores dances from various cultures.

Example:
Performs an American dance and a dance from another culture.
Component
1.4 / Understands and applies audience conventions in a variety of settings and performances of dance.
GLE: 1.4.1
Recognizes and understands the skills required of an audience in a performance setting.
  • Sits attentively and observes the performance.
  • Describes one thing about the performance that he/she observed.

Examples:
Sits quietly while keeping hands to self.
Makes an observation relevant to the performance.

EALR 2—Dance

The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theatre, and visual arts.

Component
2.1 / Applies a creative process to dance. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents/performs)
GLE: 2.1.1
Applies a creative process to dance.
  • Demonstrates a creative process:
  • Improvises by using the elements of dance (space, time, and energy/force) to create, experience, and discover dance.
  • Presents dances to others.

Examples:
Explores the elements of dance through multi-sensory experiences, such as hearing, seeing, saying, and doing.
Performs a dance sequence in AB form.
Component
2.2 / Applies a performance and/or presentation process to dance. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, produces, reflects, and self-evaluates)
GLE: 2.2.1
Applies a performance and/or presentation process to dance.
  • Demonstrates a performance process:
  • Practices a dance for a performance.
  • Presents a dance by performing it.

Examples:
Rehearses a circle dance with the class.
Performs a circle dance with the class.
Component
2.3 / Applies a responding process to a performance and/or presentation of dance. (Engages, describes, analyzes, interprets, and evaluates)
GLE: 2.3.1
Applies a responding process to dance.
  • Demonstrates a responding process:
  • Engages the senses actively and purposefully while experiencing dance.
  • Describes what is seen, felt, and/or heard when responding to dance.

Examples:
Identifies and describes the movements he/she observed in a live or recorded performance of dance.
Draws a picture in response to a live or recorded performance of dance.

EALR 3—Dance

The student communicates through the arts (dance, music, theatre, and visual arts).

Component
3.1 / Uses dance to express feelings and present ideas.
GLE: 3.1.1
Remembers and understands that dance expresses feelings and presents ideas.
  • Uses movement to express feelings and present ideas.

Example:
Responds to an emotion through movement, such as jumping to show joy.
Component
3.2 / Uses dance to communicate for a specific purpose.
GLE: 3.2.1
Uses dance to communicate for a specific purpose.
  • Uses (with teacher’s direction) the elements of dance to communicate for a specific purpose.
  • Performs dance that communicates for a given purpose.

Example:
Demonstrates cooperation by performing a circle dance.
Component
3.3 / Develops personal aesthetic criteria to communicate artistic choices in dance.
GLE: 3.3.1
Remembers how personal aesthetic criteria influence artistic choices in dance.
  • Describes the choices of movement he/she made while dancing.

Example:
Makes observations to identify his/her own choices of movement, such as “I made a small seed at a low level.”

EALR 4—Dance

The student makes connections within and across the arts (dance, music, theatre, and visual arts) to other disciplines, life, cultures, and work.

Component
4.1 / Demonstrates and analyzes the connections among the arts disciplines(dance, music, theatre, and visual arts).
GLE: 4.1.1
Remembers skills, concepts, and vocabulary that dance has in common with other arts disciplines.
  • Explores and discovers dance-related concepts in other arts disciplines.

Examples:
Recognizes shapes in a painting and expresses them with the body.
Uses a steady beat by marching with feet and clapping with hands in time with a drumbeat.
Chooses small or large movements to portray a character in a story.
Component
4.2 / Demonstrates and analyzes the connections among the arts and between the arts and other content areas.
GLE: 4.2.1
Remembers skills, concepts, and vocabulary that dance has in common with other content areas.
  • Recognizes and explores how dance-related concepts occur in other content areas.

Examples:
Uses pathways to draw letters of the alphabet as forms traced in the air.
Uses counting to perform basic locomotor movements.
Component
4.3 / Understands how the arts impact and reflect personal choices throughout life.
GLE: 4.3.1
Remembers how dance impacts personal choices.
  • Recognizes examples of dance in personal environments.

Examples:
Learns and performs a group dance to celebrate classmates’ birthdays.
Notices how people relate to each other and feel when they dance together.
Shares about a community celebration that included a dance.
Component
4.4 / Understands how the arts influence and reflect cultures/civilization, place, and time.
GLE: 4.4.1
Remembers specific attributes of a dance that reflect its cultural and historical context.
  • Recognizes and describes a specific dance that reflects a specific cultural and historical context.

Examples:
Recalls details of a cultural performance at school or in the community.
Identifies attributes of a cultural dance taught in class.
Component
4.5 / Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
GLE: 4.5.1
Remembers how dance-related knowledge, skills, and work habits are used in the world of work, including careers in dance.
  • Explores and practices the work habits needed to learn or create a dance.
  • Shares how one needs to concentrate to remember dance movements.

Example:
Understands the need to look and listen in order to learn a dance.